ContextIn training and educational contexts it happens often that well intentioned people reinforce narratives that are oppressive for certain groups. This sometimes leads to tension and distancing where we would like to use those moments as an opportunity for critical self reflection and connection. Taxonomically speaking, knowledge is relatively easy to gain, skills can be obtained in a short time, but reflection on ethical values and attitudes need more time and effort. Reflection is vital in our work on human rights and inclusion so we need effective tools for that. Creativity and arts are a tool capable of such change.In times where divisions between people are growing stronger and wider, and a need arises to deal with differences of values and beliefs in a way that is connecting instead of dividing. Reflective practices and critical thinking are needed to improve our practices and foster personal growth. Especially in times where COVID-19 has a huge impact on our daily life, time spent online is rising, with questions emerging about the effects of this on our (social) lifes and growing segregation. Digital environments call for and provide opportunities for innovative ways of implementing reflective practices and critical thinking. This project aims at developing critical self-reflection on behaviours and attitudes, to be able to accept vulnerability and move beyond hostile, defensive and aggressive reaction patterns toward inclusive attitudes and open-minded behaviours.Aim More inclusive youth work and educational settings by promoting attitudinal and behavioural change that leads to a more equal and safe environment for all youth.ObjectivesCreating space for differences in experience and worldview, in constructive discussions that foster empathy;opportunities for self-reflection and personal development.;foster critical thinking and open-mindedness in society;improve the digital competences in youth work;promote creativity and resilience in learning spaces;use art as a way to express and reflect;focus on our values and attitudes when dealing with competences.MethodsWe will use desk research to identify and analyse already existing games for the resources in the toolkit.For the digital game we will use creative collaborative methods as well as interdisciplinary tools to create an integrative game. The creative process will be based on the structure of design thinking: content creation and programming, testing and developing, reflecting.Creativity and (participatory) arts as a method of critical reflection beyond the theoretical realm.Activities3 transnational meetings with to the core team and technical support;1 training event for participant from associated partners to test the products;several local activities where the products will be implemented;events for dissemination and visibility;follow-up phase to assess the impact and continue dissemination. ResultsA digital game that will be disseminated alongside a toolkit with additional resources, background of the game, how to work with it, and implementation for work on diversity and inclusion. Both these outputs will be digitally available on already existing platforms, such as the websites of the project partners.ImpactThe impact of the project will be a start of a behavioural and attitudinal change. These kinds of changes are not reached overnight, though. So the primary impact will be an enhanced awareness amongst participants of their own learning opportunities regarding fragilities, power structures, and the like. They will gain insight in the ways in which to question one’s own reactions and will gain observational skills to be able to postpone reactions and thus change their own behavioural patterns. Long-term benefitsPlayers of the game will have the tools to explore their own position in an intersectional working field long after the end of this project. They can revisit the game any time they want and work at further personal development.The secondary impact will be that participants working with youth or in education will change their attitudes and behaviours over time, in a way that benefits the people they work with and creates a more inclusive context.

The ability of a student to recall the skills they’ve been taught is essential to their future success in whatever role they fill. Unfortunately, traditional learning methods have low retention rates, while games on the other hand increase the retention. There are many studies conducted on the topic of incorporating games in a classroom/work space, one of them showed, students who played learning games ended up with 11 percent higher factual knowledge, 14 percent higher skill-based knowledge, and 9 percent higher retention rates than those who used other approaches. Employers also see an increase in non-required activities since games raise the level of social engagement in learning processes. Another trend in global education is the use of educational escape rooms and discovering its potential to be one of the most engaging ways for learning. Escape room mechanics provide the most immersive experiences to learners. Organizations involved in this consortium have experiences in working with educational games as well as educational escape rooms and would like to discover the possibility of creating scalable educational escape boxes that can be used in both youth work settings as well as in classroom settings. This innovative approach would like to discover engagement mechanisms of escape rooms and by adding a substantial educational value to them create new forms of activity for youth organizations cooperating with educational institutions and youth centers.Aim: Strategic partnership aims to explore the use of educational escape boxes in youth work and design innovative educational methods that develop competencies of young people connected to socially relevant topics. Objectives:•To explore game-based learning and the use of escape game mechanics applicable to social education of young people; •To develop a comprehensive manual on the use of educational escape rooms in youth work; •To design, test and promote 4 educational escape box formats based on social topics; •To promote game-based learning and the use of escape game mechanics among educators through training them in using innovative methodology;•To strengthen cooperation between youth organizations and educational institutions for joint development of social and civic education; •To increase operational capacity of partner organizations in delivering quality educational services to young people and educators;•To develop young people’s social and civic competencies by the means of using educational escape boxes;The project foresees the involvement of educators & youth workers, young people, policy-makers and decision-makers of education & youth work field and will produce several tangible results such as: The Breakout Box Manual & Breakout Box KitsTarget Groups for projects outputs:Breakout Manual is aimed at youth workers, voluntary youth leaders and educators who are interested to incorporate an innovative approach in their youth work activities and services of their organizations. The training activity as well as the toolkit will allow this target group to engage in developing their own educational escape boxes. Breakout Kits are educational escape boxes developed on specific relevant topics and target young people aged 16+ who are engaged as players (learners) in the final products. This target group will also be part of testing and further implementation of the escape boxes.With this project we seek to bring innovative methods into youth work & education practices allowing for more practitioners to provide young people with high quality engaging methods for civic and social engagement.

Learn. Experience. And Share. was a strategic cooperation project between partner organizations of Estonia, Czech Republic and Croatia, its purpose was to develop nonprofit (youth) organizations’s capability to be more visible to its target audience through offering the project’s participants to gain new experiences and skills. Three organizations were involved in the project: Estonia*s own NPO Vaba Noor offering youth opportunities for self-expression, Croatia’s Ekonomska Klinika as a student organization improving (youth) knowledge of entrepreneurship and economy, and Czech Republic’s BeInternational improving youth social activity and mediating international training and participation opportunities. The project LEAS was brought to life due to participant’s own experience and knowledge of other organization’s activities and projects, of how ideas and plans are big but what are lacking are the skills of bringing the initiative(s) to their target audience. In general, professional advertising and marketing services are expensive and due to a lack of knowledge the amount of followers remains smaller than what was planned. We set a goal with our partners to bring the knowledge gained during the project and adapted to the field to other organizations, allowing participants to reflect on their experience and share that also to third parties interested in the initiatives or their results. During the 14-month-long project 2 transnational project meetings were held (in Tartu, Estonia and in Zagreb, Croatia) and 2 training activities organized (in Brno, Czech Republic and Tallinn, Estonia) in which the team members handling the partner organizations’ daily marketing and communications participated. As a result of the training program targeted for them and being the project’s final outcome, a web environment leashare.eu was created through which the project’s participants shared their gained knowledge with other enthusiasts. In addition to the creation of this so-called tool-kit, the project’s participants and their organizations gained experiences to apply in planning and carrying out future initiatives with the goal to reach their desired target audience better.The topics of the training program were formed based on partners’ self-analysis and mapping out participants’ needs of development. Three topics were discussed throughout all the activities: branding (the organization’s story, it’s visibility, planning and carrying out activities based on the aforementioned), effective use of social media (incl. content marketing, planning and carrying out campaigns) and strategic leadership in a (youth) organization / NPO (how to make mutual decisions leading to desired results and set goals). Additionally, in every meeting more specific subtopics were discussed, opened by invited experts of the same field, practitioners and representatives from other organizations with a similar profile. In order to allow all the partners to introduce others their organization’s structure and daily work, every partner got to plan, prepare and carry out at least one of the project’s activities. During the training activities and project meetings participants got acquainted with local (youth) organization’s activities, good practices and examples. The project’s participating organizations and their members assessed the gained experience valuable at the end of the project, and necessary in the aspect of analyzing their organization’s image. The opportunity to get feedback and tips for improving one’s image, and ideas for new information sharing opportunities, encouraged participants to experiment and elaborate on current approaches. In conjunction, as a result of the project a tool-kit reflecting the participants’ experiences and gained knowledge was created, offering practical tips and application options also for other similar organizations after the project ended. The project’s influence undoubtedly manifests itself for a longer period because instead of ready-made solutions work techniques and methods were shared, which performance depends on experimentation and feedback from the target audience (be it a change in enthusiasts, comments on transparency and attractiveness, feedback from partners or organization-wide satisfaction over their accomplishments).

<< Objectives >>The main goals of the project are:-An increasing active approach to citizenship among young people.-Exchange and share different methods of participation among the partners involved. -Providing Youth Workers with knowledge, tools, and experiences to enhance their capability in order to promote active citizenship with their young people through blended methodology with the focus on gamification-Raising awareness of the support the EU provides for young people to achieve their goals among the<< Implementation >>There will be local activities, interviews with decission makers and youth workers to compare their perspectives about ideas and innitiatives. We will have a seminar with 16 youth workers, 4 per partner to share and compare the results about surveys perspective. After that we will ellaborate materials, games and a tool-kit plus a final evaluation event in the municipality of CInisello with 2 youth workers from every country<< Results >>- a website for sharing Youth innitiatives to increase and share participation and active citizenship in decission making- - An increase in awareness of youth, about active citizenship and participation, how to be more active and what tools from the EU they can use - measured by surveys among youthAt least 30 young people will have directly been trained in gamification and active citizenship method

The strategic partnership is aimed at youth workers, voluntary youth leaders and educators who are interested to incorporate an innovative approach of game-based learning in their youth work activities and services of their organizations/institutions and further promote it to other stakeholders. The results of the strategic partnership are further aimed at two main target groups: young people aged 16+ who are engaged as learners in the final game-based learning activities and educators trained in game-based learning.The strategic partnership aims to further develop, share and promote game-based learning practices as an efficient and innovative approach to learning and to make game-based learning more present in formal and non-formal education institutions.The objectives:- To further develop and use game-based learning methods applicable to social education of young people;- To promote best approaches to game-based learning among educators through training them in using innovative methodology;- To strengthen cooperation between youth organizations and educational institutions for joint development of game-based learning;- To increase operational capacity of partner organizations in delivering quality educational services;- To develop young people’s social and civic competences by using gamified educational activities;- To create, publish and spread 3 manuals on different approaches to game-based learning with detailed outlines of at least 15 diverse game-based learning activities;Altogether, the strategic partnership involves at least 300 participants on several levelsDuring three training activities delivered as part of the strategic partnership, altogether 54 youth workers, educators and teachers will be trained in use of game-based learning activities.These participants will then run game-based learning sessions using the activities with their own target groups – youth center clients, youngsters and students. We envision at least one local activity per country after each of the training activities, targeting minimum 240 youngsters.Furthermore, the members of the consortium will be affected by increase of opportunities provided by the strategic partnership and participation in meetings and workshops done locally. We also expect the participants of the training activities to share their learning with their colleagues. This means that the minimum number of affected people will reach well over 300.The kick-off meeting will prepare the consortium members for the following activities. This is followed by three training activities for youth workers, teachers and educators, each aimed to train them in different approach to game-based learning (educational role plays/simulations, escape rooms and board games). The activities are concluded by an evaluation meeting.The training activities and dissemination activities will be carried out using non-formal education methodology and game-based learning.During the partnership, we will publish three game-based learning publications and toolkits: open educational publications with emphasis on educational role plays, educational escape rooms and educational board games respectively. The publications will include game-based learning theory and detailed outlines of examples of activities with printable materials for organizations and educators to replicate. We will develop a website with information of the project and project outputs, photographs, visual reports and three training course concepts.We divided impact based on various target groups that we will be working with during the strategic partnership period. People who will be involved during the whole process of the project will become more competent in the field of civic/social education and game-based learning activities. young people will have a chance to test games, be part of workshops, cooperate with the partner organizations therefore they will firstly develop own social/civic competence set and soft skills, have a better image of social/civic education, active citizenship and attitude towards being active in society or sensitive to specific topics relevant to the field. Participants of the training activities will gain basis for game development and educational game design, they will have grasp of non-formal learning methodology and ideas as well as be able to facilitate non-formal learning sessions using educational board games available. Through dissemination events locally and online, the project has the potential to influence youth workers/educators and organizations broadly as they can take contact and work with this project consortium.By continual use of game-based learning methods that will be selected in the manual, the results have chance to spread to hundreds of new youth workers a year, as the sum of game-based learning trainings organized by the participating organizations directly impact approximately 300 youth workers per year and impact education systems and curricula in long term